An arithmetical word problem-solving intervention for disadvantaged French kindergarten children

• Autores: Marie Caroline Croset, Sébastien Caudron, Laure Mondelain, Ahmed Zaher, Hamid Chaachoua, Karine Mazens
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 39, Nº 3, 2024, págs. 3185-3211
• Idioma: inglés
• DOI: 10.1007/s10212-024-00861-2
• Enlaces
  • Texto completo
• Resumen

  • Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (n = 101; Mage = 5–6) were taught strategies for using fingers to solve arithmetic word problems and compared with a control group. The intervention consisted of collective rituals based on learning finger patterns and 7 sessions spread over 4 weeks, for about 20 min, focusing on explaining how to use the fingers to solve problems. The results showed that the intervention has a significant post-test impact on the targeted transformation problem-solving skill and that children with lower performances in problem-solving at the pre-test benefited more from the intervention. The intervention also indirectly benefited the other problem-solving skills. However, there was no intervention effect on the arithmetic addition task. Our research highlights that an intervention focused on the explicit teaching of finger strategies for problem-solving can be successfully implemented into ecological learning contexts, especially in disadvantaged areas.

• Referencias bibliográficas
  • Andres, M., Di Luca, S., & Pesenti, M. (2008). Finger counting: The missing tool? Behavioral and Brain Sciences, 31(6), 642–643. https://...
  • Baroody, A. J. (1987). The Development of Counting Strategies for Single-Digit Addition. Journal for Research in Mathematics Education JRME,...
  • Berteletti, I., & Booth, J. R. (2016). Finger representation and finger-based strategies in the acquisition of number meaning and arithmetic....
  • Björklund, C., Kullberg, A., & Kempe, U. R. (2019). Structuring versus counting: Critical ways of using fingers in subtraction. ZDM Mathematics...
  • Boaler, J., & Chen, L. (2018). Why Kids Should Use Their Fingers in Math Class. In M. Pitici (Ed.), The Best Writing on Mathematics 2017...
  • Boggio, C., Zaher, A., & Bosse, M.-L. (2023). ECRIMO, an app to train first graders’ spelling: Effective-ness and comparison between different...
  • Butterworth, B. (1999). What counts: How every brain is hardwired for math. New York, NY, USA: The Free Press.
  • Costa, A. J., Silva, J. B. L., Chagas, P. P., Krinzinger, H., Lonneman, J., Willmes, K., ...& Haase, V. G. (2011). A hand full of numbers:...
  • Darnon, C., & Fayol, M. (2021). Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment....
  • Direction de l’évaluation, de la prospective et de la performance. (2020). TIMSS 2019 – Évaluation inter-nationale des élèves de CM1 en mathématiques...
  • Di Luca, S., & Pesenti, M. (2011). Finger numeral representations: More than just another symbolic code. Frontiers in Psychology, 2, 272....
  • Dupont-Boime, J., & Thevenot, C. (2018). High working memory capacity favours the use of finger counting in six-year-old children. Journal...
  • Fagnant, A. (2005). The use of mathematical symbolism in problem solving : An empirical study carried out in grade one in the French community...
  • Fagnant, A. (2013). Opérations arithmétiques et symbolisations variées. Partir des démarches informel-les des élèves pour donner du sens aux...
  • Fayol, M. (2012). L’acquisition du nombre (1re éd, vol. 3941). Presses universitaires de France.
  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature....
  • Goldin-Meadow, S., Levine, S. C., & Jacobs, S. (2014). Gesture’s role in learning arithmetic. In L. D. Edwards, D. Moore-Russo, &...
  • Gracia-Bafalluy, M., & Noël, M.-P. (2008). Does finger training increase young children’s numerical performance? Cortex, 44(4), 368–375.
  • Gravemeijer, K. P., Lehrer, R., van Oers, H. J., & Verschaffel, L. (Eds.). (2013). Symbolizing, modeling and tool use in mathematics education(Vol....
  • Greer, B., Verschaffel, L., & De Corte, E. (2002). “The answer is really 4.5”: Beliefs about word prob-lems. In G. C. Leder, E. Pehkonen,...
  • Guedin, N., Thevenot, C., & Fayol, M. (2018). Des doigts et des nombres. Psychologie Française, 63(4), 379–399.
  • Hilbert, S., Stadler, M., Lindl, A., Naumann, F., & Bühner, M. (2019). Analyzing longitudinal interven-tion studies with linear mixed...
  • Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2008). Development of number combina-tion skill in the early school years:...
  • Lafay, A., Thevenot, C., Castel, C., & Fayol, M. (2013). The role of fingers in number processing in young children. Frontiers in Psychology,...
  • Lassault, J., Sprenger-Charolles, L., Albrand, J.-P., Alavoine, E., Richardson, U., Lyytinen, H., & Zie-gler, J. C. (2022). Testing the...
  • Levine, S. C., Jordan, N. C., & Huttenlocher, J. (1992). Development of calculation abilities in young children. Journal of Experimental...
  • Lorah, J. (2018). Effect size measures for multilevel models: Definition, interpretation, and TIMSS example. Large-Scale Assessments in Education,...
  • Merkley, R., & Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior....
  • Ministère de l’Education Nationale et de la Jeunesse. (2021). Évaluations 2021 Repères CP, CE1. https:// www. educa tion. gouv. fr/ evalu...
  • Mutlu, Y., Akgün, L., & Akkusci, Y. E. (2020). What do teachers think about finger-counting? Interna-tional Journal of Curriculum and...
  • Nelson, G., & McMaster, K. L. (2019). The effects of early numeracy interventions for students in pre-school and early elementary: A meta-analysis....
  • Ollivier, F., Noël, Y., Legrand, A., & Bonneton-Botté, N. (2020). A teacher-implemented intervention program to promote finger use in...
  • Orrantia, J., Muñez, D., Sanchez, R., & Matilla, L. (2022). Supporting the understanding of cardinal number knowledge in preschoolers:...
  • Poletti, C., Krenger, M., Dupont-Boime, J., & Thevenot, C. (2022). The evolution of finger counting between kindergarten and Grade 2....
  • Poletti, C., Krenger, M., Létang, M., & Thevenot, C. (2023). French preschool and primary teachers’ attitude towards finger counting....
  • Raudenbush, S. W., Hernandez, M., Goldin-Meadow, S., Carrazza, C., Foley, A., Leslie, D., Sorkin, J. E., & Levine, S. C. (2020). Longitudinally...
  • Riley, M., Greeno, J., & Heller, J. (1983). Development of children’s problem-solving ability in arithmetic. In H. Ginsburg (Éd.), The...
  • Rocher, T. (2016). Construction d’un indice de position sociale des élèves. Éducation & Formations, 90, 5–27.
  • Siegler, R. S., & Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.),...
  • Van den Heuvel-Panhuizen, M. (2000). Mathematics education in the Netherlands: A guided tour. Freudenthal Institute Cd-rom for ICME9. Utrecht...
  • Vergnaud, G. (1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. In T. Carpenter,...
  • Vergnaud, G. (1992). Conceptual fields, problem solving and intelligent computer tools. In E. De Corte, M. C. Linn, H. Mandl, & L. Verschaffel...
  • Verschaffel, L., & De Corte, E. (1997). Word problems: A vehicle for promoting authentic mathematical understanding and problem solving...
  • Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathemat-ics education: A survey. ZDM Mathematics...
  • Villani, C., & Torossian, C. (2018). 21 mesures pour l’enseignement des mathématiques. Ministère de l’Education Nationale et de la Jeunesse....